s as a race, but instead look at everybody as a whole. Allow everybody to be considered an equal. Then the problem of “Race I.Q.” would not be an issue.In addition to the race, another problem is the true meaning of intelligence. Loehlin, Lindzey, and Spuhler declare that “the meaning of intelligence is to be able to solve general problems” (49). People out there today have troubles at solving problems. Yet, that is the main way of testing one’s intelligence. Why is it that intelligence is based on the ability to solve problems? Some people may be slow in that particular area, but excel at artistic work, or other areas. One can’t measure true intelligence by putting a paper full of questions in front of somebody and expect to get complete understanding of that person’s true intelligence. A test is unable to show a person’s hidden potential. However, the taking of a test remains the key tool in determining a person’s intelligence.In the subject of testing, rises another issue. It is unknown by most people that “the average difference between whites and blacks is 15 on an I.Q. test” (Montagu 147). Why is there such a difference between these races’ intelligence? This can be answered many different ways. For instance, who is issuing the test plays a part in the equation. “The average score for a black person drops 6 points when taking the test given by a white than when given by a black” (Richardson and Spears 57). Also, another event that plays a role in this difference would be that “ . . . the standardized test are meant for whites. So when blacks take the test, they are being tested on their white intelligence” (Richardson and Spears 53). The ability of whites to score higher on the test decreases when they are given a test that emphasizes the black culture. If we go and change the test, so they coincide with the person ta...
